The
Progressive
Era
Stage 1 Desired Results
ESTABLISHED GOALS:
Curriculum Frameworks: US
History II
USII.5 Explain the formation and goals of
unions as well as the rise of radical
political parties during the Industrial era.
(H, E)
A. the Knights of Labor
B. the American Federation of Labor
headed by Samuel Gompers
C. the Populist Party
D. the Socialist Party headed by Eugene
Debs
USII.8 Analyze the origins of
Progressivism and important Progressive
leaders, and
summarize the major accomplishments of
Progressivism. (H, E)
A. Jane Addams
B. William Jennings Bryan
C. John Dewey
D. Robert La Follette
E. President Theodore Roosevelt
F. Upton Sinclair
G. President William H. Taft
H. Ida Tarbell
I. President Woodrow Wilson
Transfer
Apply knowledge of political and social systems to participate actively as an informed
citizen of a global society.
Apply-concepts and systems of economics to participate productively in a global
economy
UNDERSTANDINGS
Students will understand that…
Meaning
ESSENTIAL QUESTIONS
Students will keep considering:
U1: The economic system of a nation has
major impacts on social conditions.
Q1: What is the American Dream?
Q2: Is Progress always positive?
U2: Industrialization and urbanization
have positive and negative consequences.
U3: Progressives and other groups such as
labor unions worked to address society’s
inequalities.
Q3: Is inequality justified in a capitalist
system?
Q4: What is the appropriate role of
government in our lives?
U4: Wilson’s philosophies differed from
Roosevelt’s
Students will know…
Acquisition
Students will be skilled at…
Key terms: progressives, muckrakers,
1. Reading and taking notes that include
Jacob Riis, 19th Amendment, Sherman
the main ideas and key supporting details.
Antitrust Act, initiative, referendum, recall,
suffrage, Jane Addams, Prohibition, Social 2. Photo Analysis
A. bans against child labor
B. the initiative referendum and its recall
C. the Sherman Anti-Trust Act (1890)
D. the Pure Food and Drug Act (1906)
E. the Meat Packing Act (1906)
F. the Federal Reserve Act (1913)
G. the Clayton Anti-Trust Act (1914)
H. the ratification of the Nineteenth
Amendment in 1920
Seminal Primary Documents to Read:
President Theodore Roosevelt, “The New
Nationalism,” speech (1910).
Common Core Standards:
Key Ideas and Details:
CCSS.ELA-LITERACY.RH.9-10.1
Cite specific textual evidence to support
analysis of primary and secondary sources,
attending to such features as the date and
origin of the information.
CCSS.ELA-LITERACY.RH.9-10.2
Determine the central ideas or information
of a primary or secondary source; provide
an accurate summary of how key events or
ideas develop over the course of the text.
CCSS.ELA-LITERACY.RH.9-10.3
Analyze in detail a series of events
described in a text; determine whether
Darwinism, Theodore Roosevelt, William
Taft
K1: Industrial growth led to urbanization,
major social problems, as well as increased
entrepreneurship and technological
advancements.
K2: Life at the turn of the 20th century
was very difficult for workers, women,
immigrants, and African-Americans.
K3: The Progressives, spurred by the
muckrakers, pushed for social reform.
K4: The writings of Muckraker journalists
exposed political corruption and corporate
abuse of power to the general public.
K5: The Progressives were not one united
group, but rather a collection of separate
groups with separate goals.
K6: Some elected Leaders were also
considered Progressives.
3. Determine the central ideas or
information of a source
4. Marking up a text to identify important
information and show independent thought
earlier events caused later ones or simply
preceded them.
Integration of Knowledge and Ideas:
CCSS.ELA-LITERACY.RH.9-10.8
Assess the extent to which the reasoning
and evidence in a text support the author's
claims.
CCSS.ELA-LITERACY.RH.9-10.9
Compare and contrast treatments of the
same topic in several primary and
secondary sources.
Evaluative Criteria
 Historically accurate
 Well-crafted & clear
 Informative & detailed (thorough)
 Insightful & thoughtful
 Mechanically sound
Stage 2 - Evidence
Assessment Evidence
TRANSFER TASK(S):
You Be The Muckraker:
Goal: To identify societal issues specifically in Malden and expose those using
muckraking techniques.
Role: You are a journalist writing and photographing for a newspaper in Malden. You
have been on the job for about 10 years and have a reputation for being a respectable but
bold journalist.
Audience: You are writing for the general public of the city.
Situation: Your work will be published in next week’s Malden Newspaper, on the
Mayor’s Facebook page, and will be tweeted to anyone following the City of Malden.
Product: Your final article should be 1-2 pages typed and include at least 1
accompanying photograph. You will also attach the rough draft to your final product.
The photograph should be real and one that you have taken on your own. The article
should address a current issue but also compare it to a similar issue from the Progressive
Era.
OTHER EVIDENCE:
1. DBQ on the Progressives (to be used as 2nd DDM)
2. Key Term Organizer and/or term cards
3. Primary Source Analysis
4. Web Quest Triangle Shirtwaist
5. Multiple Choice Questions
Stage 3 – Learning Plan
Summary of Key Learning Events and Instruction
Lesson 1: Roots of Progressivism (K1, K2, K3) (U1, U2)
 Review conditions at the turn of the 20th century: Urban Problems, Politics, Immigration, Etc.
 Students will brainstorm ideas to define what they believe is the American Dream (Possible Silent Discussion)
 Bell ringer/Gallery Walk: Jacob Riis Photograph Analysis, How The Other Half Lives
 Define and give examples of muckrakers (Key Term Organizer)
 Democratic reforms: Case study on William Lafollette and Wisconsin
Lesson 2: Women’s Suffrage and Rights (K2, K5) (U3)

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
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Define the term suffrage
Examine unequal treatment of women politically, economically, and socially from the late 19th century into the 20th century
Analyze the arguments put forth by both the suffragist and anti-suffragists. Elizabeth Cady Stanton “Solitude of Self.” Use “Not For
Ourselves Alone”
Compare and contrast various attempts by suffragist groups to gain the vote. Federal Amendment v. State by State approach, NAWSA,
Susan B Anthony’s arrest.
Analyze the women’s rights movement of the 1960’s
Analyze the path to the 19th amendment
Lesson 3: Health and Safety (K3, K5) (U3)
 Compare The Jungle, The Meat Inspection Act, and a textbook excerpt on regulating the Meat Industry
 Muller vs. Oregon/Lochner vs. New York Primary Source Analysis
 Triangle Shirtwaist Fire Web Quest: http://www.ilr.cornell.edu/trianglefire/index.html
 Jane Addams and Hull House
Lesson 4: Roosevelt and Taft (K6) (U4)
 Primary Source Analysis: Roosevelt’s New Nationalism speech and Obama’s 2011 Speech in Osawatomie
http://www.whitehouse.gov/blog/2011/12/06/archives-president-teddy-roosevelts-new-nationalism-speech
 Coal Strike of 1902 http://www.dol.gov/dol/aboutdol/history/coalstrike.htm
 Conservation http://www.nps.gov/thro/historyculture/theodore-roosevelt-and-conservation.htm
Lesson 5: Election of 1812 (K6)
 Map Analysis: Election of 1912
 Reforming Tariffs and the Banks